Reversing Underachievement Among Gifted Black Students, 2nd ed.
|
 reviews
Author: Donna Y. Ford Ph.D.
Product Code: 870
ISBN: 978-1-59363-487-2
Pages: 488
Availability: In Stock
|
Much has changed (and stayed the same) since the first edition of Reversing Underachievement Among Gifted Black Students was published in 1996. Although our nation and schools have changed racially and culturally, with more Black, Hispanic, and Asian students than ever before, our gifted programs and Advanced Placement (AP) classes remain much the same—primarily White and middle class. Two thorny issues that continue to exist in education are the underrepresentation of Black students in these classes and the persistent underachievement of Black students even when identified as gifted. In this edition, these two issues are addressed, with updated information on key social, familial, educational, and psychological factors that contribute to underachievement and underrepresentation. Underachievement and underrepresentation are placed squarely within the larger context of the achievement gap and deficit thinking. A central proposition is that we cannot close the achievement gap unless we eliminate deficit thinking and desegregate gifted education and AP classes. Reversing Underachievement is a must-have text that affords readers a comprehensive understanding of how schools, families, and the social, cultural, and psychological matrix all interact to affect both achievement and underachievement.
Reviews
Review: Today's Books - March 14, 2011
Named to the A-List, Today's Books Daily Register
Review by: Jared Lancer, Ed.D. - October 11, 2011
Supported by a wealth of research, readers can use this book to rethink current paradigms, structures, and practices that perpetuate the current social order and status quo. By rethinking what constitutes 'achievement' and 'intelligence' in the first place, supported by a deeper understanding of the culture, readers can continuously refine the definitions of terms that govern thinking and guide practice . . . The result in orginial thinking is a paradigm shift. It is precisely this type of dialogue and thought process that is needed among teachers, instructional leaders, policymakers, and all concerned with America's public schools. The children cannot wait.
You might also be interested in:
|
|